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This study is situated within the changing role and value of Higher Education in the 21st century, particularly in a renewed focus on the importance of practical research. It explores candidates experiences of the culture of three doctoral research degrees: the thesis-based Doctor of Philosophy, the practice-based Doctor of Philosophy by project and the profession-based Doctor of Education. Differences and similarities were identified, focusing on the norms and practices of candidates, their needs and expectations, and their various notions of research and practice. Analysis followed...